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Doctoral programs.

The goal of the GSE PhD in Education is to prepare the next generation of leading education researchers. The cornerstone of the doctoral experience at the Stanford Graduate School of Education is the research apprenticeship that all students undertake, typically under the guidance of their academic advisor, but often with other Stanford faculty as well.

In this apprenticeship model, doctoral students are provided with a multi-year funding package that consists of opportunities each quarter to serve as teaching and research assistants for faculty members' courses and research projects. By this means, and in combination with the courses they take as part of their program, students are prepared over an approximately five-year period to excel as university teachers and education researchers.

The doctoral degree in Education at the GSE includes doctoral program requirements as well as a specialization, as listed below, overseen by a faculty committee from one of the GSE's three academic areas.

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

• ‌ Elementary Education
• ‌ History/Social Science Education
• ‌ Learning Sciences and Technology Design
• ‌ Literacy, Language, and English Education
• ‌ Mathematics Education
• ‌ Science, Engineering and Technology Education
• ‌ Race, Inequality, and Language in Education
• ‌ Teacher Education

Developmental and Psychological Sciences (DAPS)

• ‌ Developmental and Psychological Sciences

Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS)

• ‌ Anthropology of Education
• ‌ Economics of Education
• ‌ Education Data Science
• ‌ ‌Educational Linguistics
• ‌ Educational Policy
• ‌ Higher Education
• ‌ History of Education
• ‌ International Comparative Education
• ‌ Organizational Studies
• ‌ Philosophy of Education
• ‌ Sociology of Education

Cross-area specializations

Learning sciences and technology design (lstd).

LSTD allows doctoral students to study learning sciences and technology design within the context of their primary program of study (DAPS, CTE, or SHIPS).

Race, Inequality, and Language in Education (RILE)

RILE trains students to become national leaders in conducting research on how race, inequality, and language intersect to make both ineffective and effective educational opportunities. RILE allows students to specialize within their program of study (DAPS, CTE, or SHIPS).

Other academic opportunities

• ‌ Concentration in Education and Jewish Studies
• ‌ PhD Minor in Education
• ‌ Stanford Doctoral Training Program in Leadership for System-wide Inclusive Education (LSIE)
• ‌ Certificate Program in Partnership Research in Education
• ‌ Public Scholarship Collaborative

“I came to Stanford to work with faculty who value learning in informal settings and who are working to understand and design for it.”

Doctoral graduates were employed within four months of graduation

of those employed worked in organizations or roles related to education

For more information about GSE admissions and to see upcoming events and appointments:

To learn more about the Academic Services team:

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Top 10 PhD in Education Programs

Karla Ibarra is a content writer at Scholarships 360. She has worked as an English teacher and writing tutor. As a writing tutor, she has experience editing scholarships and college application essays. Karla graduated from Texas A&M University with a degree in Communication and a minor in English.

Learn about our editorial policies

Maria Geiger is Director of Content at Scholarships360. She is a former online educational technology instructor and adjunct writing instructor. In addition to education reform, Maria’s interests include viewpoint diversity, blended/flipped learning, digital communication, and integrating media/web tools into the curriculum to better facilitate student engagement. Maria earned both a B.A. and an M.A. in English Literature from Monmouth University, an M. Ed. in Education from Monmouth University, and a Virtual Online Teaching Certificate (VOLT) from the University of Pennsylvania.

Earning a PhD in any field is both time intensive and expensive. While the required time to earn a PhD is a given, paying for one is not! Fully funded PhD programs offer students a chance to focus on their studies without worrying about going into debt long (sometimes decades) after graduation. With the average cost of a PhD at nearly $82,000 , potential PhD students should do everything possible to secure a spot in fully funded programs. Keep reading to learn about some of the top fully funded PhD programs in education! 

Related: Top scholarships for teachers

First, exactly what is a “Doctorate of Philosophy” degree?

A PhD, which is the abbreviated form of “doctorate of philosophy,” is among the highest level degrees one can earn in the United States. Students earn a  PhD after the completion of a lengthy research and writing project known as a “dissertation.” While most students earn PhDs in the humanities or social sciences, they can earn a PhD in a variety of fields. 

Further reading: What is a PhD?

How we chose the fully funded PhD in Education programs on this list

All of the programs on the following list have stellar reputations in the education space. It is not surprising that the most reputable programs offer plentiful resources that are invaluable to PhD students. PhD students are able to fully focus on their studies in well stocked and up-to-date libraries. Students have access to the most distinguished education professors in their respective specialty fields. Upon graduation, students will have strong connections to help launch their own careers. 

All of the fully funded programs included offer full tuition coverage. Most offer living stipends and health insurance as well. Make sure that you read the details of exactly what to expect from each program. Students may be required to contribute to their education by becoming a graduate assistant or working in some capacity at the school they are enrolled in. 

Let’s take a look at some of the top fully-funded PhD in Education programs, which are in no particular order. 

Columbia University Teachers College PhD program in Education Policy 

Columbia University Teachers College PhD program in Education provides students with rigorous academic training and research opportunities. The program offers a range of specializations, including curriculum and teaching, educational leadership, higher education, international and comparative education, psychology in education, and special education.  

• Location: New York City, New York
• Focus of study : Curriculum and teaching, education policy and social analysis, health education, and cognitive studies in education.
• What is included : Tuition coverage for the first, second, and third year

Harvard University PhD in Education

Harvard University offers a PhD program in Education through the Harvard Graduate School of Education (HGSE). The program offers students specializations in three concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching.  

• Location: Cambridge, Massachusetts
• Focus of study : Human development, instructional practice, institutions and society, learning and teaching, and policy analysis and evaluation
• What is included : Full financial support for tuition, health insurance fees, and basic living expenses for a minimum of five years

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Stanford phd program in education.

The Stanford Graduate School of Education PhD program in Education prepares scholars to advance knowledge about learning and education, with a focus on improving educational outcomes for all students. Academic areas students can focus on include curriculum studies and teacher education (CTE), developmental and psychological sciences (DAPS), social sciences, humanities, and interdisciplinary policy studies in education (SHIPS), and other cross-area specializations. 

• Location: Stanford, California
• Focus of study : Educational leadership, education policy analysis, learning and teaching, and quantitative and qualitative research methods
• What is included : Full tuition aid, fellowship stipend, and assistantship salary

University of Illinois at Urbana-Champaign PhD program in Education

The University of Illinois at Urbana-Champaign offers a Ph.D. program in education that provides students with a strong foundation in educational theory, research methodologies, and practical applications. Students may specialize in a variety of different areas of study. These include educational policy, leadership and administration, curriculum and instruction, educational psychology, and human development. 

• Location: Champaign, Illinois 
• Focus of study : Curriculum and instruction, educational policy, educational psychology, higher education, learning sciences, and special education
• What is included : Full tuition waiver, a partial fee waiver, and a stipend in the first five years of enrollment

University of Michigan PhD program in Educational Studies  

The University of Michigan offers a Ph.D. program in Education through its School of Education. Students have the opportunity to specialize in diverse fields such as educational psychology, curriculum and instruction, educational leadership, and policy. Additionally, the University of Michigan provides a vibrant intellectual community and a wide range of resources, including libraries, research centers, and partnerships with local schools and educational organizations. 

• Location: Ann Arbor, Michigan
• Focus of study : Cross-specialization concentration, educational foundations and policy, educational policy, leadership, and innovation, learning technologies, literacy, language, and culture, mathematics education, science education, and teaching and teacher education
• What is included : Full tuition waiver, health insurance, and a generous stipend package 

University of Pennsylvania Graduate School of Education PhD program in Education

The University of Pennsylvania offers an interdisciplinary and prestigious Doctor of Philosophy (PhD) program in Education housed within the renowned Graduate School of Education (GSE). Students can choose one of the five programs available: 1) educational linguistics 2) human development & quantitative methods 3) literacy, culture, and international education 4) policy, organizations, leadership, and systems and 5) teaching, learning, and leadership. The GSE also has numerous research centers and institutes, providing opportunities for collaboration and engagement with experts. 

• Location: Philadelphia, Pennsylvania
• Focus of study : Educational technology, language and literacy, higher education, policy analysis, teacher education, and urban education
• What is included : A full scholarship, a stipend, and student health insurance for the first four years of study

Vanderbilt University Ph.D. program in Learning, Teaching, and Diversity

Vanderbilt University offers a Ph.D. program in Learning, Teaching, and Diversity through its Peabody College. The program aims to place a strong emphasis on research and provides students with numerous opportunities for professional development and networking. The program offers four areas of specialization: language, literacy, and culture; justice and diversity in education; mathematics and science education; and learning and design. 

• Location: Nashville, Tennessee
• Focus of study : higher education, learning and instruction, language and literacy, educational policy, and more
• What is included : Full tuition support, health insurance, and graduate assistantships that cover living expenses

The University of Texas at Austin College of Education PhD

Within the College of Education at UT Austin , the Curriculum and Instruction department includes a variety of PhD programs to choose from like bilingual education, cultural studies in education, early childhood education, language and literacy studies, learning technologies, social studies education, and more. Other departments in the college of education include: Curriculum and Instruction; Educational Leadership and Policy; Educational Psychology; Kinesiology and Health Education; and Special Education.

• Location: Austin, Texas
• Focus of study : Bilingual/Bicultural Education; Cultural Studies in Education; Early Childhood Education, Language and Literacy Studies; Learning Technologies; Physical Education Teacher Education; Social Studies Education; STEM Education; and Urban Teachers Program
• What is included : Full tuition waiver, a stipend for living expenses, and health insurance for up to five years

New York University Steinhardt

The Steinhardt School of Culture, Education, and Human Development at New York University offers many PhD programs in the field of education. Popular concentrations include learning sciences, literacy education, educational psychology, policy studies, and teaching and learning. A PhD in education from New York University offers students a variety of specializations with the added bonus of a fully funded program.  

• Focus of study : Bilingual Education; Childhood Education; Early Childhood Education; Education and Jewish Studies; Educational Communication and Technology; and more
• What is included : Tuition coverage for required course work, an annual stipend, and health insurance through the fifth year 

Washington University in St. Louis, PhD in Education

Washington University in St. Louis offers a Ph.D. in Education through its Graduate School of Arts & Sciences. PhD students may choose from two major strands of study; educational policy studies and educational psychology. Students in the Educational Policy Studies concentration focus on analysis of educational policy, address systemic inequities, and study qualitative, quantitative projects. The Educational Psychology program helps students in their focus on psychological research and theories relating to learning and motivation. 

• Location: St. Louis, Missouri
• Focus of study : Educational Policy Studies and Educational Psychology
• What is included : Full tuition remission and a monthly stipend five to six years

Don’t miss: Top education scholarships

Frequently asked questions about fully funded PhD programs in education

How do i know which phd program in education is right for me.

• If you had to pick one, what would be your main professional goal?
• What’s the reputation of the faculty?
• What research options are available?
• What environment is right for me?

Does a fully funded PhD in education include housing?

Is there an age limit for earning a phd in education, can i earn an online fully funded phd program in education, scholarships360 recommended.

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Learning sciences and technologies, doctor of philosophy (ph.d.), you are here, a doctoral program emphasizing research and innovation in education through technology, data, and curriculum design..

The Ph.D. program in Learning Sciences and Technologies is designed to build and study the learning technologies of tomorrow, to analyze large-scale educational data, to develop expertise in learning analytics, and to develop cutting-edge curricula and learning materials.

What Sets Us Apart

About the program.

The program is designed to draw together course work, research apprenticeship, and other professional academic activities to build a comprehensive learning experience that is tailored to students’ interests and needs.

Fall: 3; Spring: 3

Culminating experience Dissertation

Coursework and research experiences in the Learning Sciences and Technologies program address a range of practice-based and theoretical problems in schools, in online learning, and in community settings. Coursework and research experiences consider learning in its full richness and context, using sociocultural, cognitive, and psychological perspectives. Taking an interdisciplinary stance, faculty and students explore how to enhance learning, motivation, and engagement, for the world's diversity of learners, in a range of formal, informal, and online educational settings. Our graduate students study learning in traditional contexts using new technological approaches, and they study new and emerging pedagogies for learning such as constructionist environments, simulations, massive online open courses, serious games, and intelligent tutoring systems. Because of the significance we attach to the building of knowledge from experiences as educators and educational designers, we expect most students to have, on admission to the program, either teaching/instructional experiences (in or outside of school settings), educational design/development experience, or experience as a learning analytics practitioner. Students will build a program of study that includes courses in teaching and learning, social foundations, and research methods. Students in the program participate in field-based research and collaborative projects with practitioners in schools or other educational settings, and/or work with large-scale educational data sets. Students learn not only from a rigorous program of study, but also from active participation in a community of learners including practicing and prospective teachers, and educational designers and researchers.

The Ph.D. in Learning Sciences and Technologies focuses on the preparation of researchers and researcher/developers in education. The program includes formal courses, mentored research, and informal seminars. Ph.D. students are required to hold a master’s degree prior to beginning the Ph.D. program, and are expected to have experience in educational practice. You will build a program of study that includes courses in teaching and learning, social foundations, and research methods. The program is designed to draw together coursework, research apprenticeship, and other professional academic activities to build a complete professional program that is tailored to your interests and needs. For more information about courses and requirements, visit the Learning Sciences and Technologies Ph.D. program in the University Catalog .

• Learning Sciences: Past, Present, and Future • Foundations of Teaching and Learning • Education, Culture, and Society

Methods courses (3 required)

• Core Methods in Educational Data Mining • Mixed Methods • Social Network Analysis • Qualitative Modes of Inquiry • Quantitative Modes of Inquiry

Design (2 required)

• Design of Learning Environments • Maker Studio • Integrated Design Studio • Design Thinking and Product Development

Applications (2 required)

• Games for Learning • Entrepreneurship in Education • Technologies for Language Learning and Teaching • Digital Literacies • Big Data, Education, and Society

Professional Practice

• Research Apprenticeship Course

Our Faculty

Our award-winning faculty design and research formal and informal learning environments. Innovations developed by our faculty range from online learning communities and teacher professional development workshops to more effective curricular and pedagogical approaches. They work in school clubs, museums, classrooms, and virtual worlds across multiple educational settings. With grant-funded projects, as well as ties to Philadelphia schools and institutions, the faculty offer students direct access to nationally significant research on education. Their work connects closely to Penn GSE’s broader focus on equitable access to education across social strata.

Affiliated Faculty

Betty Chandy Director for Online Learning, Catalyst @ Penn GSE Ed.D., University of Pennsylvania

Matthew Duvall Lecturer Ph.D., Drexel University

L. Michael Golden Executive Director, Catalyst @ Penn GSE Ed.D., University of Pennsylvania

Sarah Schneider Kavanagh Associate Professor Ph.D., University of Washington

Sharon M. Ravitch Professor of Practice Ph.D., University of Pennsylvania

Abby Reisman Associate Professor Ph.D., Stanford University

Janine Remillard Professor Ph.D., Michigan State University

Our Graduates

The Ph.D. program in Learning Sciences and Technologies prepares graduates to work in learning sciences research and development in universities, industry, and non-profits. Graduates of this new program are anticipated to work in teaching and research positions in institutions of higher education, or in research and development positions in industry and non-profits. Graduates will learn to build and study the learning technologies of tomorrow, to analyze large-scale educational data, and to develop cutting-edge curricula and learning materials.

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Noemí Fernández Program Manager [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

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The Collaboratory for Teacher Education at Penn GSE is a laboratory for the design, implementation, and study of experimental approaches to teacher education.

You May Be Interested In

Related programs.

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• Learning Sciences and Technologies M.S.Ed.
• Teaching, Learning, and Leadership M.S.Ed.
• Education, Culture, and Society Ph.D.

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Ph.D. in Educational Psychology and Educational Technology

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A Unique & Rich Combination in an Ed Psych and Ed Tech Doctoral Program

The  nationally ranked  Educational Psychology and Educational Technology (EPET) doctoral program produces scholars and leaders in the study of human learning and development and/or in the design and study of diverse technologies supporting learning and teaching. It emphasizes rigorous scholarship and diverse analytical perspectives on learning, development and technology embedded in culture and society.

The program prepares graduates to pursue careers in university research and teaching, research on and development of educational technologies and leadership roles in school systems and the private sector.

YOU’RE WELCOME AT MSU

The EPET doctoral program welcomes applicants from a wide variety of disciplinary backgrounds, educational and technological experiences, and social, economic, and cultural backgrounds. We enact our commitment to sustaining a community that is inclusive, and diverse through ongoing engagement in equity-focused learning and program reform, and systems for student representation and community accountability.

The flexibility of the EPET program allowed me to explore extant research in a variety of areas, which allowed me to bring multiple forms of expertise to project work and proposal development. —Katie Rich (2021) Senior Researcher, American Institutes for Research

I always thought that the faculty were invested in my growth and development, were themselves intellectually curious, held us to high standards, and helped us to meet those standards. —Amy Chapman (2019) Director, Teachers College, Columbia University

Students develop expertise in Ed Psych, Ed Tech, or the intersection of these emphasis areas

Educational psychology.

Investigate human learning, motivation, and development in schools, workplaces, communities and homes. Understand and improve educational practice. Students can base their inquiry in specific domains (e.g., mathematics, literacy, science) or age groups (e.g., adolescents, adults). In 2024, MSU was named #4 in the nation for educational psychology.

EDUCATIONAL TECHNOLOGY

Investigate and improve the use of technologies to support learning and teaching. Engage in research and development on the pedagogy, policy and design of media and technologies in support of learning in formal environments (e.g. face-to-face, online classes) and in informal settings (e.g. homes, after-school programs).

In EPET, especially with the mentorship of my co-advisors, I learned how to think and how to write. During my time in EPET, I was supported in exploring a wide range of research interests, methodologies, and tools for data analysis. I use these skills in research design and alignment every day as an assistant professor. — Bret Staudt Willet (2021) Faculty, Florida State University. Recently awarded a Sloan Foundation Grant , “Programming Language: How Descriptions of Graduate Programs Affect Student Outcomes at MSIs”

One program, two different modes

On-campus mode.

Designed for students willing and able to pursue their degree on a full-time basis. On-campus students typically complete three courses each semester, work 20 hours per week on paid teaching or research assistantships, and require four or more years to earn their degree.

Learn More ›

HYBRID MODE

Designed for students who are working full-time and want to pursue their degree on a part-time basis. Hybrid students typically enroll in two courses per semester and require five or more years to earn their degree. Hybrid students do not receive paid assistantships from the program.

My time in EPET gave me the research skills, broader career skills, and networks that made it possible for me to get this job and thrive in it. In addition to the excellent mentorship I got from my advisor, committee, and lab group, EPET’s brownbags, social events, and communications were so welcoming and helped me feel and become a part of the ed psych research community. I feel very lucky that I got my PhD training in such a collaborative, supportive program that gave me such confidence and joy in being part of this great group of scholars. — Kristy A. Robinson (2019) Faculty, McGill University

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We collectively acknowledge that Michigan State University occupies the ancestral, traditional, and contemporary Lands of the Anishinaabeg – Three Fires Confederacy of Ojibwe, Odawa, and Potawatomi peoples. In particular, the University resides on Land ceded in the 1819 Treaty of Saginaw. We recognize, support, and advocate for the sovereignty of Michigan’s twelve federally-recognized Indian nations, for historic Indigenous communities in Michigan, for Indigenous individuals and communities who live here now, and for those who were forcibly removed from their Homelands. By offering this Land Acknowledgement, we affirm Indigenous sovereignty and will work to hold Michigan State University more accountable to the needs of American Indian and Indigenous peoples. More information

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Doctor of Philosophy Educational Communication and Technology

This rigorous research-oriented doctorate prepares you for academic and leadership positions in research, technology, and learning in all contexts. You will work with technology-based multimedia learning environments and research the factors that influence learning when individuals and groups engage with these environments and each other. Our highly selective program is fully funded for full-time students.

Degree Details

Official degree title.

PhD in Educational Communication and Technology

Your Academic Experience

What you'll learn, contact information.

Your research and course work will draw from cognitive sciences, learning sciences, game studies, and design-based methodologies as you conduct original research on how technology and media can support learning.

You will have opportunities to work with some of the preeminent scholars in the field , along with internationally recognized research centers. In addition, you will participate in our design-oriented studio-based learning courses, and are encouraged to combine theoretical research with design and practice in appropriate learning contexts.

The doctoral program is interested in the design of rich, technology-based multimedia learning environments and in conducting research on factors that influence learning, as individuals engage with these environments, and as groups interact with them and each other. Educational Communication and Technology (ECT) doctoral courses and research focus on those representational features and structural characteristics of technology-based learning environments and media that may, in a particular set of circumstances, have cognitive, affective, motivational and socio-cultural significance for learners who interact with them.

ECT faculty and  doctoral students represent a multitude of areas of inquiry in the field of educational technology, from the design of features in games that support problem solving to the effects of narrative structure in linear video dramas on the exercise of critical thinking; from the role of prior knowledge on learning from different forms of representation in simulations of science principles to the design of technology-based environments that support the social construction of knowledge to strengthen collaborative and negotiation skills; from the design of electronic portfolio environments that scaffolds metacognition to the comparative effects of fictional reality and testimonial reality on attitude change.

For more information about the PhD program, please contact

[email protected] or  Xavier Ochoa  ECT Doctoral Coordinator  [email protected]

Funding for Full-Time PhD Students

If you are accepted as a full-time NYU Steinhardt PhD student without an alternate funding source, you are eligible for our generous funding package, which includes a scholarship and tuition remission.  Learn more about our funding opportunities .

Take the Next Step

Advance your personal and professional journey – apply to join our community of students.

Instructional Design and Technology (IDT): Ph.D. Program

The University of Cincinnati graduate program in Instructional Design and Technology (IDT) offers a Doctoral Program in Educational Studies with a concentration in IDT. The objective of this concentration is to prepare researchers and practitioners for leadership roles in the design, evaluation, and use of media and technology for education. Put simply, IDT professionals are experts in using media and technology to help people learn.

IDT students learn how to design and research instructional technology for a variety of content areas, learners, and settings. For example, graduates of the IDT concentration could apply the knowledge and skills gained in the Ph.D. program in settings such as higher education institutions, corporate training centers, health institutions, museums, non-profit research organizations, and educational media production companies. Within these work environments, graduates may work as administrators, directors, faculty members, researchers, designers, or evaluators.

The central focus of this concentration is the study of underlying learning theories and their implications for the design and application of educational media and new technologie s. Students study what is known about how people learn in order to more effectively design and assess technology-rich learning environments. Students in the program learn from experts in the field and also have the option to complete  an internship  wherein they conduct research or assessment within a real-world setting . Students are prepared to conduct research and development with a variety of new media and technology to support learning such as social media, gaming and simulations, interactive videos, and other computer tools.

This area of concentration provides opportunities for graduate students to specialize in the study of research methodologies, theories, and issues surrounding the use of instructional technology . This is accomplished through the delivery of relevant coursework and carefully guided dissertation study. A distinguishing feature of the program includes research apprenticeships with faculty who have Graduate Faculty Status in the School of Education. Through faculty mentoring, students author and/or co-author publications and presentations at national and international conferences.

Requirements

To fulfill the requirements of the IDT Ph.D. degree, students complete a minimum of 90 semester credit hours of graduate study. Students may transfer up to 30 graduate credit hours for comparable courses with a B grade or above if those courses were completed within 5 years prior to admission, excluding core coursework. Transfer credits must adhere to Graduate School policy and are subject to approval by the student’s Doctoral Advisory Committee. For more details, visit the  Educational Studies Ph.D. website.

Scholarships in the form of Graduate Incentive Scholarship Awards (GIA) are available to incoming and returning students based on merit. If awarded, students can use GIA funding to cover part of their tuition. Application forms for GIA support scholarships will be sent to students after they have been officially accepted into a program. GIA funding is an annual award. A new application must be submitted each year.

A Graduate Assistantship (GA) is a work appointment for a full-time graduate student that includes a living stipend and full tuition remission (fees are not covered). Most GA appointments are for a period of one academic year (nine months) beginning Fall Semester and terminating with the fulfillment of normal academic responsibilities for the Spring Semester. Application forms for GIA support scholarships will be sent to students after they have been officially accepted into a program.  Students must reapply for GA positions annually.  

For more information regarding GIA and GA, please contact Jillian Altus .

• Design and complete a dissertation study that demonstrates a command of relevant theory; comprehensive knowledge of relevant literature; and mastery and utilization of appropriate research methods.
• Identify and articulate major lines of theory and research related to the student's chosen area of concentration.
• Identify, articulate, and execute a focused research agenda.
• Write and present research findings through publications and presentations.

PhD in Educational Leadership Future Faculty Founders: Shape Tomorrow

Credit Hours

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100% online, 8-week courses

Transfer in up to 50% of the degree total

Grow Your Teaching and Researching Skills with Liberty’s PhD in Educational Leadership

A successful education system requires outstanding leadership and guidance from the top of the organization. With advanced training in educational leadership and research, Liberty University’s 100% online PhD in Educational Leadership degree program will help you gain valuable communication and problem-solving skills based on empirical research to lead your students, faculty, and staff to success.

Our PhD in Educational Leadership online can provide you with the tools and skills you need to lead an educational administration as well as develop research materials and publications to contribute to the body of knowledge in your field. Through this educational leadership doctorate, you can develop the research-based critical thinking and problem-solving skills necessary to lead at any level of an educational organization.

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• Transfer in up to 50% of a Grad/Doctoral Degree

Why Choose Liberty’s PhD in Educational Leadership?

Liberty’s online PhD in Educational Leadership can help you build upon your teaching experience and graduate education by developing an in-depth dissertation research topic. You can learn to thoroughly examine literature, design and conduct research, and disseminate said research to other researchers in educational leadership, practitioners, and policymakers.

Furthermore, your educational leadership doctorate is 100% online, which means you are not required to attend courses on campus throughout your degree. We are committed to helping you obtain your degree in a way that is most convenient for you. You will also receive training and instruction from professors who are grounded in their Christian faith and ready to equip you to be a Champion for Christ in the education field.

What Will You Study in Liberty’s PhD in Educational Leadership?

Liberty University’s educational leadership courses integrate theoretical knowledge with the practical skills necessary for effective educational leadership. As you begin our PhD in Educational Leadership degree online, you can learn how to apply organizational theories and models to create and lead higher education organizations and implement best practices. You will also cover issues of effective communication and how to develop productive relationships both inside and outside the school.

Our educational leadership courses teach you how to analyze and evaluate rational and irrational decision-making as it relates to educational leadership and policy formulation. It is important to understand the current issues and trends in educational leadership so you can learn to handle conflict efficiently and effectively.

In addition, you will conduct research and develop your dissertation to contribute to the field of educational leadership. These courses are intense so that you can effectively design and conduct research for your dissertation. This will allow you to take what you’ve gained in your professional degree and apply it to a more focused research doctorate.

Potential Career Opportunities

• College or university administrator
• College or university professor and/or researcher
• District administrator
• Educational change agent
• Educational consultant for an education organization or government agency
• Leadership researcher
• Performance improvement officer
• Principal or assistant principal*

*This will require outside licensure

Featured Courses

• EDUC 701 – Advanced Learning Theory and Research
• EDUC 741 – Theories of Educational Leadership
• EDUC 745 – Organizational Analysis and Problem Solving
• EDUC 840 – Issues and Trends in Educational Leadership

Degree Information

• This program falls under our School of Education .
• View the Graduate Education Course Guides (login required) .
• This is a non-licensure program.

Degree Completion Plan (PDF)

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Eligible current and former military service members and their spouses may qualify for a special rate of $300/credit hour ( learn more ) .

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Admission Information for Our Online PhD in Educational Leadership

Admission requirements.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited master’s degree with at least a 3.0 GPA is required for admission in good standing.
• An acceptable official college transcript must be issued directly from the institution in a sealed envelope with a signature across the back. If you have one in your possession, it must meet the same requirements. You may also complete the Transcript Request Form to allow Liberty to attempt to request your transcripts on your behalf.
• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

• Be in your final term and planning to start your doctoral degree after the last day of class for your master’s degree.
• Complete a Master’s Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
• Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 6 credit hours of completion for a 30-48 credit hour master’s degree or within 9 credit hours of completion for a 49+ credit hour master’s degree.
• Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

Transcript Policies

Official college transcript policy.

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

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We want to help you find the doctoral degree you want – at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only $300/credit hour . Find out how you can take advantage of this unique opportunity as you work toward your goal of reaching the pinnacle of your profession – for less.

Frequently Asked Questions

How many educational research courses are required in the online phd program.

Our online PhD program requires 18 hours in educational research courses. Completing your PhD gives you a terminal educational credential that shows employers you have reached the academic pinnacle of your field’s achievement.

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The Power of Learning

• Posted May 16, 2024
• By Maya Wesby

The Intellectual Contribution Award recognizes graduating Ed.M. students (one from each master’s degree program) whose dedication to scholarship enhanced HGSE’s academic community and positively affected fellow students. All recipients were nominated by their classmates based on who inspired them, helped them gain a different perspective on education's challenges, and contributed to shared learning and intellectual growth, both inside and outside of the classroom. Each program's faculty directors, in consultation with other faculty and staff, selected the final honorees for their program based on the nominations and on demonstrated academic success.

Haytch Bialer and Jungyoon Choi will be honored with the Intellectual Contribution Award for the Learning Design, Innovation, and Technology (LDIT) Program during HGSE Convocation exercises on May 22. Below, our faculty members comment on the selections, and we asked the winners about their time at HGSE, their future goals, and their approach to impacting the field of education.

Haytch Bialer, Ed.M.'24

"Haytch is incredibly open to imaginative possibility and is endlessly curious, always excited to share their own discoveries and to support others' wonderful ideas. All of this is made possible through Haytch's profound understanding that we learn with our whole selves: we cannot separate our thinking from our feeling, and we must care for that interdependence of cognition and emotion in ourselves and in others to ensure our mutual flourishing. Haytch has exercised this care in a myriad of ways this year, within and beyond classes, which is reflected in the student nominations. Students described Haytch as 'the heart of the LDIT Program' and 'one of the most welcoming people I have met,' recognizing how Haytch 'consistently made sure everyone around them is healthy, safe, and secure,' and how they 'helped so many of their peers succeed by making the choice to slow down and nurture.' One student beautifully expressed my own feelings about Haytch: 'I feel like I am a better person and a better educator having known them.'” — LDIT Faculty Co-Chair Karen Brennan

What brought you to HGSE, and what was your goal in coming here? I came to HGSE to fall back in love with the hard work of education. After taking a break from teaching due to burn-out, I realized that I couldn’t be happy doing any other work. Graduate school offered me an opportunity to re-examine my role as an educator, but HGSE gave me so much more. I chose HGSE because of the people — peers, teaching teams, and staff who care deeply about supporting learners, cultivating expansive pedagogical practices, and working towards a more just world.

What surprised you about your time at HGSE? It sounds simple, but my biggest surprise at HGSE was feeling at home in the MakerSpace! It’s so empowering to accomplish things my younger self only dreamed of doing. I’ve used laser cutters, programmed microchips, soldered circuitry, and collaborated with so many creative and determined people.  

How did your HGSE experience shape your work or your goals? I’ve always envisioned myself as an inventor — someone who messes around with doodads and gizmos — but never thought that could be a career. Now I know that’s possible! LDIT taught me the language and technical skills to incorporate constructionist principles into my future work, and IPJE taught me how to orient these skills toward justice efforts.

Is there any professor or class that significantly shaped your experience? There are so many professors and classes that transformed my time at HGSE. Karen Brennan , Rilda Kissel, Paulina Haduong , and Nina Bhattacharya were my first cheerleaders; Dock [David Dockterman] , Gretchen Brion-Meisels , and Dr. [Aaliyah] El-Amin taught me how to love myself and my abilities; and Dr. V [ Christina Villarreal ] gifted me the language to describe and interrogate the tensions that brought me to HGSE in the first place. I am indebted to these wonderful people and so many others.

Jungyoon Choi, Ed.M.'24

"There was overwhelming student support for our two winners: Haytch Bialer and Jungyoon Choi. Both have engaged heartily in our classes and in the co-curricular life of LDIT, always sharing thoughtful ideas, welcoming others’ comments, contributing to the energy of our special events, and greeting classmates with ready smiles and authentic warmth. As usual, the students are more eloquent than I could be … so listen to some of their comments in nominating Jungyoon for one of this year’s Intellectual Contribution awards: 'Jungyoon ... holds us together as one community. She is always supportive – in all possible senses, as a friend, neighbor, peer, and coworker.' 'Jungyoon is an amazingly ambitious and informed student and friend. She helped me support many fellow international students prior to campus arrival and followed up with them over our time in the program. Her support continued over the semester, alongside her friendliness and always open ear to help her fellow students.' Intellectual curiosity, seriousness of purpose, openness to classmates’ ideas, genuine care for their friendship and their well-being … these are qualities we highly value in LDIT." — LDIT Faculty Co-Chair Joe Blatt 

What is something that you learned this year that you will take with you throughout your career in education?   The greatest lesson I learned at HGSE is the value of learning from everyone around me — not just professors but also peers and my students. This experience has broadened my understanding across various educational domains and reinforced my enthusiasm for lifelong learning in both formal and informal settings. Moving forward, I am excited to apply this inclusive approach to learning and teaching, ensuring I remain open to diverse perspectives and new ideas throughout my career.  

What surprised you about your time at HGSE? I was pleasantly surprised by the strong sense of community and support at HGSE. My peers not only appreciated and praised even the smallest of my achievements, but they were also a constant source of support whenever I needed help. The friendships I formed here greatly enriched my experience, showing me the importance of a supportive educational community. Indeed, the friendships I have made here have become the most cherished part of my HGSE journey.  

Is there any professor or class that significantly shaped your experience? Several professors significantly shaped my HGSE experience: Joe Blatt guided me through hosting various events for my student organization HGSE Educators for Young Learners; Karen Brenan supported and advised the pilot of Edstation; Pamela Mason , Catherine Snow , and Meredith Rowe deepened my passion for literacy; Seiji Isotani assisted in developing an AI tutor and provided the opportunity to present it to the HGSE community; and Nicole Mills demonstrated how to effectively blend learning science with technology in language education. Each of these educators has left a lasting impact on my academic and professional development.  

What are your post-HGSE plans? Where are you hoping to make the most impact? While I am still exploring the exact path my career will take post-HGSE, I am keen on continuing to learn and expand my expertise in learning design and ESL teaching. I am particularly interested in applying my knowledge to develop educational tools that enhance language learning and literacy. My aim is to make a significant impact in creating inclusive, technology-enhanced educational environments that cater to diverse learning needs and promote sustained educational engagement. 

The latest research, perspectives, and highlights from the Harvard Graduate School of Education

Related Articles

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Creating Spaces for Growth and Equity

Keshav Bhatt and Helena Martinez Bravo will be honored with the Intellectual Contribution Award for the Human Development and Education Program

The Impact We Hope to Have

Kamal James and Inella Ray will be honored with the Intellectual Contribution Award for the Online Master's in Education Program

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PhD in Sustainable biohybrid living materials and devices

harness biological processes to enable living characteristics in technological systems. The PhD student will develop biohybrid living materials and devices based on photosynthetic organisms with responsive

PhD student in Fluid and mechatronic systems

a PhD student, you devote most of your time to doctoral studies and the research projects of which you are part. Your work may also include teaching or other departmental duties, up to a maximum of 20

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returns. The PhD student will be part of the Urban Freight Platform funded by the Volvo Research and Educational Foundations which offers many collaboration and networking opportunities with top researchers

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education to enable regions to expand quickly and sustainably. In fact, the future is made here. The Department of Informatics is now looking for a PhD student for a limited-time employment for four years

PhD positions at the Department of Economic History

level. At the department, about 40 teachers and researchers operates, as well as about 15 PhD students. The education on research level is in association with the National research school in Economic

PhD student in Social Cybersecurity

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PhD student in computer science specializing in cybersecurity

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The estimated cost of the Public Administration program is $1,660 per unit for the 2024-2025 academic year, with a minimum of 8 units required to be completed each academic year. Students typically take an average of 18 units in the first academic year and 20 units in the second academic year. A total of 38 units are required for the degree. Program fees are subject to adjustment annually, and the number of required units may vary based on enrollment status. Please contact Kresten Froistad-Martin ( [email protected] ) to discuss the specifics of the program.

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We offer a limited number of merit-based scholarships to incoming students on a competitive basis for up to $10,000 to highly selective applicants to support their first-year study in the program. All applicants, both U.S. and international students, are considered for these scholarships when the applications are reviewed. There is no separate application for this type of financial assistance. Applications received before the Priority Date will receive preferred scholarship consideration.

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The Dean’s Scholarship grants recipients compensation for research and for conference travel. Additional benefits include the Dean's Scholar kickoff and reception, connection with other Dean's Scholars and with leaders across the college, and the chance to serve as program representatives to USF donors and Development initiatives.

To be considered for the $15,000 Dean's Scholarship towards their first year of tuition, students must apply by the program's priority deadline.

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USF Alumni and current students can be awarded the USF Double Dons Scholarship upon admission. The scholarship covers 20% of the program tuition, and may not be stacked with other USF scholarship awards. Exceptions may apply. Double Dons on MyUSF

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Billions are spent on educational technology, but we don’t know if it works

Professor of Reading and Children’s Development, The Open University

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Natalia Kucirkova receives funding from the Norwegian Research Council and The Jacobs Foundation. She works in WiKIT AS, which is a university spin-off concerned with EdTech evidence. She is affiliated with the University of Stavanger, The Open University and University College London.

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During the COVID lockdowns, schools and universities worldwide relied on education technology – edtech – to keep students learning. They used online platforms to give lessons, mark work and send feedback, used apps to teach and introduced students to programs that let them work together on projects.

In the aftermath of school closures, the market for edtech has kept on growing. The value of the sector is projected to rise to US$132.4 billion globally by 2032 (£106 billion).

The problem is that we don’t know very much about how effective many edtech apps or programs are – or if they are effective at all .

And some effects may be negative. Some of the so-called educational apps advertised to families show many adverts to children. They may use manipulative features to keep children on screens without teaching them anything new.

This technology is here to stay and will remain a significant part of how children learn – so knowing whether it works is imperative.

Assessing and addressing the quality of edtech is a significant task, especially when it is already so widely used. For edtech under development, a valuable option is to foster closer collaboration between tech developers and scientists who study learning to embed existing research and knowledge into the design.

Research consultancy firms can carry out swift assessments to provide edtech developers with information on how well what they are offering works. Transparency and integrity in the research process is vital, though, to prevent bias. Ways of ensuring this include pre-registration : reporting that a study is going to take place before it happens.

Partnerships with schools could also provide valuable feedback . However, minimum standards of quality and ethical considerations would need to be assured before technologies are sent to schools.

Setting a standard

When it comes to edtech that is already available, what is really needed is some kind of standardised metric to assess how well it works.

But establishing minimum standards for the effect of edtech is easier said than done. There is, historically, a lack of standardised metrics for assessing educational impact within impact economics – the study of how businesses create financial returns while ensuring positive social or environmental outcomes.

Without standardisation, there are too many ways to assess edtech. A review commissioned by the UK government of evaluation criteria and standards for edtech analysed 74 methods for assessing their quality.

Similarly, I carried out a research study with colleagues on available criteria to assess the effectiveness and efficacy of edtech produced specifically for schools. We found 65 different frameworks for evaluating whether these school-specific offerings work.

The abundance of evaluation possibilities can be confusing for edtech businesses. The multitude of options makes it difficult to ascertain the quality of their products. It is confusing to investors too, especially those who want to prioritise not only edtech’s return on investment but also a return on education and community.

Read more: Schools are using research to try to improve children's learning – but it's not working

A yardstick that establishes the minimum quality requirements for a edtech product to be used in schools is crucial to ensure technology does more good and no harm. The creation of a yardstick needs to take into account both the product quality and the process of using the technology – whether it works for diverse populations and diverse learning environments.

The independent verification of evidence is vital , considering that any company can simply “generate” a study with the data they daily collect on users. In my research work with colleagues, I have argued for a focus on the rigour and validity of various research types.

New initiatives, such as the International Certification of Evidence of Impact in Education , have begun to consolidate the different research approaches, standards and certifications related to evidence of edtech impact globally. Ultimately, the goal is to make it easier for schools and parents to navigate the thousands of educational apps and online platforms available.

Whether individual countries will create the legal and institutional frameworks to enforce any of the standards remains to be seen. Countries will need to select standards that suit both their economic and educational agendas. An important shift is needed so that schools can strategically select edtech they know will help children’s learning.

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Four from MIT named 2024 Knight-Hennessy Scholars

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MIT senior Owen Dugan, graduate student Vittorio Colicci ’22, predoctoral research fellow Carine You ’22, and recent alumna Carina Letong Hong ’22 are recipients of this year’s Knight-Hennessy Scholarships. The competitive fellowship, now in its seventh year, funds up to three years of graduate studies in any field at Stanford University. To date, 22 MIT students and alumni have been awarded Knight-Hennessy Scholarships.

“We are excited for these students to continue their education at Stanford with the generous support of the Knight Hennessy Scholarship,” says Kim Benard, associate dean of distinguished fellowships in Career Advising and Professional Development. “They have all demonstrated extraordinary dedication, intellect, and leadership, and this opportunity will allow them to further hone their skills to make real-world change.”

Vittorio Colicci ’22

Vittorio Colicci, from Trumbull, Connecticut, graduated from MIT in May 2022 with a BS in aerospace engineering and physics. He will receive his master’s degree in planetary sciences this spring. At Stanford, Colicci will pursue a PhD in earth and planetary sciences at the Stanford Doerr School of Sustainability. He hopes to investigate how surface processes on Earth and Mars have evolved through time alongside changes in habitability. Colicci has worked largely on spacecraft engineering projects, developing a monodisperse silica ceramic for electrospray thrusters and fabricating high-energy diffraction gratings for space telescopes. As a Presidential Graduate Fellow at MIT, he examined the influence of root geometry on soil cohesion for early terrestrial plants using 3D-printed reconstructions. Outside of research, Colicci served as co-director of TEDxMIT and propulsion lead for the MIT Rocket Team. He is also passionate about STEM engagement and outreach, having taught educational workshops in Zambia and India.

Owen Dugan, from Sleepy Hollow, New York, is a senior majoring in physics. As a Knight-Hennessy Scholar, he will pursue a PhD in computer science at the Stanford School of Engineering. Dugan aspires to combine artificial intelligence and physics, developing AI that enables breakthroughs in physics and using physics techniques to design more capable and safe AI systems. He has collaborated with researchers from Harvard University, the University of Chicago, and DeepMind, and has presented his first-author research at venues including the International Conference on Machine Learning, the MIT Mechanistic Interpretability Conference, and the American Physical Society March Meeting. Among other awards, Dugan is a Hertz Finalist, a U.S. Presidential Scholar, an MIT Outstanding Undergraduate Research Awardee, a Research Science Institute Scholar, and a Neo Scholar. He is also a co-founder of VeriLens, a funded startup enabling trust on the internet by cryptographically verifying digital media.

Carina Letong Hong ’22

Carina Letong Hong, from Canton, China, is currently pursuing a JD/PhD in mathematics at Stanford. A first-generation college student, Hong graduated from MIT in May 2022 with a double major in mathematics and physics and was inducted into Sigma Pi Sigma, the physics honor society. She then earned a neuroscience master’s degree with dissertation distinctions from the University of Oxford, where she conducted artificial intelligence and machine learning research at Sainsbury Wellcome Center’s Gatsby Unit. At Stanford Law School, Hong provides legal aid to low-income workers and uses economic analysis to push for law enforcement reform. She has published numerous papers in peer-reviewed journals, served as an expert referee for journals and conferences, and spoken at summits in the United States, Germany, France, the U.K., and China. She was the recipient of the AMS-MAA-SIAM Morgan Prize for Outstanding Research, the highest honor for an undergraduate in mathematics in North America; the AWM Alice T. Schafer Prize for Mathematical Excellence, given annually to an undergraduate woman in the United States; the Maryam Mirzakhani Fellowship; and a Rhodes Scholarship.

Carine You ’22

Carine You, from San Diego, California, graduated from MIT in May 2022 with bachelor’s degrees in electrical engineering and computer science and in mathematics. Since graduating, You has worked as a predoctoral research assistant with Professor Amy Finkelstein in the MIT Department of Economics, where she has studied the quality of Medicare nursing home care and the targeting of medical screening technologies. This fall, You will embark on a PhD in economic analysis and policy at the Stanford Graduate School of Business. She wishes to address pressing issues in environmental and health-care markets, with a particular focus on economic efficiency and equity. You previously developed audio signal processing algorithms at Bose, refined mechanistic models to inform respiratory monitoring at the MIT Research Laboratory of Electronics, and analyzed corruption in developmental projects in India at the World Bank. Through Middle East Entrepreneurs of Tomorrow, she taught computer science to Israeli and Palestinian students in Jerusalem and spearheaded an online pilot expansion for the organization. At MIT, she was named a Burchard Scholar.

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Young scientists from Gdańsk Tech with scholarships from the Foundation for Polish Science | Gdańsk University of Technology

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Date added: 2024-05-17

Young scientists from Gdańsk Tech with scholarships from the Foundation for Polish Science

The elite group of scholarship holders of the START FNP program includes the following scientists from Gdańsk University of Technology: Erwin Wojtczak, PhD, Eng., from the Faculty of Civil and Environmental Engineering (field: construction), Jan Alfuth, PhD, Eng., and Szymon Dudziak, MSc, Eng., from the Faculty of Chemistry (materials engineering) and Bartosz Kamecki, PhD, Eng., and Krystian Lankauf, MSc, Eng., from the Faculty of Electronics, Telecommunications and Informatics (materials engineering).

Since 2009, the Foundation has also been awarding distinctions in the program to people whose research achievements were rated as outstanding by the competition reviewers. These were awarded to four people: in the field of technical and exact sciences - Erwin Wojtczak, PhD, Eng.

Erwin Wojtczak, PhD, Eng.

He is an assistant professor at the Department of Strength of Materials at the FCEE. The main topic of his research work, carried out in the Diagnostics and Experimental Mechanics Team under the supervision of prof. Magdalena Rucka, PhD, DSc, Eng., is non-destructive diagnostics of structures using ultrasonic waves. The conducted research resulted in the development of procedures for non-invasive detection and imaging of damage in elements made of steel, concrete and carbon composite. The issue of structure diagnostics is important from the point of view of the safety of use of the structure, which is important in the context of protecting human health and life. To date, he has published 22 scientific articles, including 16 in journals from the JCR list. For his doctoral dissertation, defended in 2022, he was awarded the Award of the Gdańsk Scientific Society and the Mayor of Gdańsk for young scientists. Currently, he continues work on the use of ultrasound in the diagnosis of 3D printed elements as part of the PRELUDIUM project (NCN).

Jan Alfuth, PhD, Eng.

He is an assistant professor at the Department of Organic Chemistry at the Faculty of Chemistry. The young scientist conducts research on crystal engineering, which focuses on obtaining ordered supramolecular structures using non-covalent interactions. One of his achievements is a scientific work on the [2+2] cycloaddition reaction driven by chalcogen bonds, which was published in "Angewandte Chemie International Edition" in 2022 (IF approx. 16.6). Currently, he is involved in the design and preparation of molecules that form complementary dimers, trimers or helical structures in a solid state (crystal). The researcher's area of interest also includes two-component supramolecular systems (cocrystals), primarily with honeycomb topology, which he will ultimately investigate in terms of their sorption abilities. His scientific achievements include 9 scientific articles on the so-called Philadelphia lists, in which he is the first author. He is the winner of the faculty award named after Zofia and Włodzimierz Libuś in the CHEM category for a young scientist, and the co-author of the script "Collection of tasks in organic chemistry", which is popular not only among Gdańsk Tech students.

Bartosz Kamecki, PhD, Eng.

During his doctoral studies at the Department of Functional Materials Engineering at the FETI (under the supervision of Sebastian Molina, PhD, DSc, Eng., professor, at Gdańsk Tech), he carried out research on the possibilities of using the aerosol pyrolysis method to produce functional layers for oxide fuel cells generating electricity from hydrogen. The innovative approach included the use of a low-cost aerosol pyrolysis method for producing ceramic layers, which allowed for obtaining high-quality materials at relatively low temperatures (~400ºC). The developed solutions make it possible to control the functional properties of the developed materials. Currently, PhD Kamecki is working in a research group led by Łukasz Kulas, PhD, DSc, Eng., professor at Gdańsk Tech, from the Department of Microwave and Antenna Engineering, where he is carrying out activities as part of the "Sustronics" project, i.e. "sustainable and ecological electronics for the circular economy" (Horizon Europe). He conducts research involving the search for and production of new materials for applications such as elements in antenna systems, electronic transmitters and receivers, using additive manufacturing methods, for example 3D printing.

Szymon Dudziak, MSc, Eng.

He conducts research focused on the design of photocatalytic materials based on the exposure of selected crystal planes to the reaction environment, mainly in the context of water purification from organic pollutants that cannot be biodegraded. The basic goal of this approach is to try to understand the detailed interactions that occur at the photocatalyst-environment interface and, on this basis, to maximize the efficiency of the entire process. So far, he has managed to compare in detail the activities of selected surfaces of TiO 2 , which is one of the most important known photocatalysts, and in particular has shown that the impact of a selected dopant within the same crystalline phase on the photocatalytic activity can be completely different, depending on the surface structure (publication in prestigious "Applied Catalysis B: Environment and Energy"). He also manages the PRELUDIUM project. He is a co-author of 19 publications with a total IF of approximately 125. He conducts research at the Department of Process Engineering and Chemical Technology in the team of Anna Zielińska-Jurek, PhD, DSc, Eng., professor at Gdańsk Tech

Krystian Lankauf, MSc, Eng.

He completed engineering studies in nanotechnology and master's studies in materials engineering, then continued his doctoral studies related to the development and research of new electrocatalytic materials for alkaline electrolysers. During his doctoral studies, he built from scratch a scientific workshop in the field of electrochemistry, used in the research group. In his scientific work, he conducted extensive research, starting from the synthesis of new oxide materials, their characterization, including synchrotron methods, through the construction of prototype electrolysers. The research led to obtaining a PRELUDIUM grant from the National Science Center regarding new materials and advanced synchrotron measurement methods, which is currently being implemented. In his research work, he tries to combine his passion for materials engineering with the development of green technologies.

About the START FNP program

The START program of the Foundation for Polish Science is the oldest scholarship program for the best young scientists representing all fields of science in Poland (since 1993). Its aim is to support outstanding young scientists and encourage them to pursue further scientific development. Scholarship holders are selected through a multi-stage competition in which the quality of their scientific achievements to date is assessed. 100 winners of the START program in the 2024 edition, selected from a group of 641 candidates, will receive an annual scholarship of PLN 30,000. PLN, which can be used for any purpose. The scholarship for distinguished persons has been increased to PLN 38,000. zloty.

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Amazon awards $16 million in college tuition to U.S. computer science students

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Amazon announced the 2023 Amazon Future Engineer Scholarship recipients. This year, Amazon awarded 400 scholarships, providing a total of $16 million in paid tuition for students to attend the U.S. college or university of their choice. Through Amazon Future Engineer, our global philanthropic education initiative, each student will receive $40,000 over four years to pursue a degree in computer science or engineering and a paid internship after their freshman year to gain practical work experience with mentorship from Amazon leaders.

This year’s cohort, which includes high school seniors from nearly 40 U.S. states, Washington, D.C., and Puerto Rico, is the most diverse yet with representation from groups that are currently underrepresented in jobs related to science, technology, engineering, and mathematics (STEM). More than 70% of these remarkable students identify as Black, Latino, and Native American, and 50% identify as a woman or nonbinary.

"Every year, I continue to be inspired by our scholarship recipients’ academic achievements and drive to use their problem-solving abilities to build solutions for their communities,” said Victor Reinoso, global director of Philanthropic Education Initiatives at Amazon. “With students from historically underrepresented and underserved communities representing only 18% of CS bachelor’s degrees, we believe that connecting students to computer science education and opportunities helps create a more equitable and inclusive future, across all industries and sectors, for generations to come."

Scholarship recipients applied for the opportunity and were selected based on academic achievement, demonstrated leadership, community involvement, work experience, future goals, and financial need. Amazon surprised the 400 students with news of the award. We met with two of the recipients to learn what inspired them to study computer science.

Micah Hill, Laurel High School

Laurel, Mississippi

Micah Hill was first inspired to consider a career in computer science by witnessing her sibling’s academic achievements. Her brother, Samuel, is a 2021 Amazon Future Engineer Scholarship recipient. Next, her chemistry teacher and the feature film Hidden Figures , which tells the story of a team of Black women NASA mathematicians, confirmed her career aspirations and compelled her to help organize a week-long coding program for fifth- to eighth-grade girls to learn fundamentals in 3D printing.

“I didn't know the statistics regarding women in computer science were so disproportionate,” Hill said. “I wanted to provide girls in my community with an opportunity to learn how to code and print in 3D.”

With the support of her Amazon Future Engineer Scholarship, Hill will attend the University of Southern Mississippi alongside her brother in the fall and hopes to continue inspiring young women by reaching her goal of building a career at a large global tech company. Samuel is excited to show her the ropes at Amazon when she joins her internship in 2024.

Angel Feliz, The Metropolitan Regional Career and Technical Center

Providence, Rhode Island

Angel Feliz moved from the Dominican Republic to Providence, Rhode Island, when he was 9 years old. This year, when he called his mom to tell her he had been awarded the Amazon Future Engineer Scholarship, he was so emotional, he could barely get out the words.

“I’m a first-generation immigrant,” Feliz said. “This scholarship means that I will soon also be a first-generation college student and can continue exploring pathways in technology without placing a financial burden on me and my family. It also helps me feel motivated. It is important to me to know that I have people supporting me along the way.”

Feliz loves the collaboration that his computer science work has offered to date, which counters the perception of independent, siloed work environments that many have of the field. Feliz plans to attend college in the northeast and major in computer science with a minor in cybersecurity.

Amazon is committed to reaching 2 million students from underrepresented communities across the U.S. with real-world virtual and hands-on computer science project learning. In addition to the U.S. program, Amazon Future Engineer, the company’s childhood-to-career computer science education program, is available in Canada, France, Germany, India, and UK.

Congratulations to the 2023 Amazon Future Engineer Scholarship recipients. Learn more about Amazon’s most recent scholarship cohort.

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How to Get Accepted to Multiple Top Business Schools

Maximize every opportunity to emphasize the unique contributions you can bring to an MBA class.

Get Accepted to Multiple Top B-schools

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When applying, it's important tailor your application to each school and have well-developed goal statement that plots the intended career path, experts say.

Nikita Srivastava applied to seven MBA programs and got admitted to three: Yale University School of Management in Connecticut, New York University's Stern School of Business and the University of Chicago's Booth School of Business in Illinois.

“I definitely was not expecting it,” says Srivastava, who chose Booth.

She attributes her multiple acceptances to top B-schools to tying her personal and professional backgrounds to her post-MBA goals. Her background was mainly in communications, media relations and public relations, and she credits her MBA admissions consultant for showing her how to tell her story.

“Lean into what makes you unique," Srivastava advises MBA applicants .  " Think about how this unique quality will enhance the classroom for your peers and professors. Be proud of it and own it.”

Being accepted into multiple B-schools can allow an applicant to weigh program fit, potential opportunities and scholarship offers. Here are some things to consider to increase your chances of being accepted to multiple top business schools .

Apply More Broadly

Getting admitted to numerous MBA programs is a numbers game, says Sam Weeks, an MBA admissions consultant and founder of Sam Weeks Consulting.

“The more business schools a prospective applicant applies to, the more likely they are to be accepted into more than one school. That’s why we recommend to our clients to apply to at least six schools, if possible,” says Weeks, who has an MBA from the University of Oxford in England.

Students should not only apply to more schools to increase their chances of multiple admissions, but also more broadly in terms of school selectivity, experts say.

“This sounds obvious, but there are many applicants who go into this process only considering a limited set of schools with slimmer acceptance odds. They say the ROI is not there for other schools outside their ambitious targeting,” says Alex Leventhal, an MBA admissions consultant at Prep MBA Admissions Consulting.

Leventhal, who has an MBA from Harvard University Business School in Massachusetts, contends that the return on investment is compelling at more schools than most people think. He says applicants should look at the salary data of program graduates and the percentage of graduates who got jobs within three months after graduation.

“For example, the very top consulting firms recruit at a range of schools, and not just the top three,” Leventhal says.

He also suggests looking for joint degree programs to increase your odds by applying to a specialty track that a school is promoting or trying to fill.

Leventhal said he has had "some less-than-stellar clients" get accepted to the University of Pennsylvania's Wharton School , likely because they applied to the Lauder Institute of Management and International Studies joint program "for one of their less popular regional tracks. Or a client who got into Stanford Graduate School of Business because their professional experiences fit so nicely with a limited scholarship program focusing on the sustainable food supply chain.”

Customize Each Application

Schools like to see B-school applicants demonstrate familiarity with their programs, experts say. Leventhal says schools will “look for evidence that you have engaged with their program and talked to current students and alumni.”

Applicants should demonstrate they took the time to research a particular school “and all it has to offer, and consider both what they will learn from the program and how they will add value on campus,” says MBA consultant Scott Edinburgh, founder of Personal MBA Coach.

This means taking time to develop a strong personal story that connects past choices with future goals, says Edinburgh, who has an MBA from Wharton.

Applicants should demonstrate four key things in their tailored applications, he says: “Ability to handle the academic rigor of the target MBA program, leadership potential, how they will uniquely add value on campus and clarity of purpose.”

When applying, Weeks says, it’s important to have a well-developed goal statement that “charts out the applicant's intended career path and the impact they expect to have in their career.” He says those goals should be ambitious but attainable and make sense for the applicant.

Knowing what makes top business schools distinct "and then showing how you fit into those unique scenarios is essential to securing admits,” says Candy Lee LaBalle, an MBA admissions expert and founder of mbaClarity, formerly LaBalle Admissions.

Highlight Extracurricular Activities

Professional accomplishments that demonstrate leadership are great but shouldn’t be the only things highlighted. Edinburgh says applicants should show a passion for driving change.

“Successful MBA applicants are interesting people with plans to leave the world better than they found it in unique ways. Demonstrating passion and a track record of success in working towards this passion goes a long way,” Edinburgh says.

LaBalle says applicants who get admitted to multiple top B-schools tend to be “genuinely curious about the world, about learning, about having their perspectives challenged, and that shows in their hobbies and interests, work and goals.” They care deeply about the world and can demonstrate it, she adds, “whether that is mentoring classmates or starting an NGO that feeds thousands, and everything in between.”

Boost Your GMAT or GRE Score

If your GMAT or GRE score is lower than you had hoped for, take some more time to study and retake the exam.

“It is easier to get admits, and thus multiple admits, if your test score is strong and balanced between quantitative and verbal,” LaBalle says.

She says a strong, above-average test score can make a difference. “While there are many ways to offset a lowish test, the hard truth is that the higher your score, the better your odds of multiple admits.”

Students who don’t do well in the quantitative or analytical parts of the GMAT may prefer to take the GRE. Some business schools accept either test for MBA admissions.

Tests and other application materials aside, experts say securing strong letters of recommendation by supporters invested in your career and future is important to getting accepted to top MBA programs.

Apply to Schools Offering Scholarships

Applying to more schools can mean more scholarships that come with those admissions, which can give you options. Leventhal says his clients have focused on applying to more B-schools the last few cycles because they are increasingly interested in merit scholarships.

“The schools are trying to secure talented applicants with money off the tuition. As the price tag of the MBA has gone up, the merit pull can understandably matter. And schools that are reaches for an applicant generally won’t offer much in the way of merit grants,” Leventhal says.

Srivastava says she received some scholarships with each admissions offer, helping to relieve the burden of paying back student loans after graduation and giving her “freedom to focus on finding a career that would be a good fit for me both personally and professionally.”

A major bonus to getting accepted to multiple B-schools that offer scholarships is leverage, Weeks says. “You are in a strong position to negotiate scholarships.”

That includes awards at the most elite business schools. Students with more than one acceptance can inform schools that they received another offer and ask if any additional scholarship funding is available, he says.

Boost the Odds of MBA Acceptance

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Ph.D. student earns Department of Defense scholarship

Thursday, May 02, 2024 • Brian Lopez : contact

Nolan Gutierrez, a doctoral student in the Department of Computer Science and Engineering at The University of Texas at Arlington, has received a prestigious Science, Mathematics and Research for Transformation (SMART) scholarship from the U.S. Department of Defense (DoD).

“This scholarship will help me pursue a more permanent career within the Department of Defense,” Gutierrez said. “I hope to work with my mentor and their team at the Army Research Lab to delve deeper into my research and propose my own projects that align with their research goals.”

Gutierrez will use the scholarship to build upon research he started last year during an internship with the U.S. Army Combat Capabilities Development Command, or DEVCOM, in the Army Research Lab. Specifically, he will focus on enhancing the adaptability of pan-tilt-zoom (PTZ) cameras through multitask learning.

He will see if training a PTZ control system on a variety of motion profiles—such as square, circular, and straight-line movements, both forward and backward—will improve its adaptability and performance. This approach includes deploying a PTZ-equipped robot in scenarios that mimic real-world operational conditions relevant to the Army.

Gutierrez works with UTA computer science Assistant Professor William Beksi in the Robotic Vision Lab. He is Beksi’s second student in as many years to earn a SMART scholarship, following Minh (Jerry) Tram in 2023.

“Not only does Nolan's SMART scholarship strengthen the ties between the DEVCOM Army Research Lab and UTA, but it also shows UTA's commitment to train and provide the DoD with STEM Ph.D. graduates,” Beksi said.

SMART scholarship recipients earn full tuition, a significant annual stipend and a book and health allowance. They also complete a summer internship at a DoD facility and are assigned an experienced mentor. The full scholarship and other benefits allow participants to focus on complex research to further the DoD’s mission and create a lasting impact. The program is a one-for-one commitment: For every year of degree funding, the recipient commits to working for a year with the DoD as a civilian employee.

- Written by Jeremy Agor , College of Engineering